1. ELA COE: Claim 1 Reading Information
Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is available under a Creative Commons Attribution License
ELA COE: Claim 1 Reading Information
Lesley Klenk, ELA COE Specialist
August 2016

2. ELA COE Claim 1 Requirements
4 Tasks:
1 Literary
1 Literary/Informational pair
1 Informational 1
1 Informational 2
Each consists of:
4 questions per task
2 points possible per question
16 questions total
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
8/31/2016

3. Readability
The ELA Smarter Balanced Assessment requires passages to be at 10th-11th grade reading level
ELA COE passages range from 8th -11th grade reading level
Because students/educators can choose reading tasks, the entire inclusion bank is averaged
Depth of knowledge (DOK) is a way to think about content complexity, not content difficulty—ELA SBA has DOK 2-3 on most of its items
ELA COE DOK varies with the complexity of the passages—for lower reading level passages the DOK is higher and for higher level reading passages the DOK is lower
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
8/31/2016

4. Items (Questions)
There are 7 literary targets and 7 informational targets
Item stems are written to each target
Questions come from item stems
They are now designed with a pre-determined answer (in the form of pre-selected details) as opposed to former reading COE questions which were open-ended
There are four questions per task
2-point responses are meant to be brief:
student answer + explanation + text evidence = full credit response
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
8/31/2016

5. Task-specific rubrics
Teachers developed every item and task-specific rubric.
They selected specific key details that students will use to support their answers.
There are 3 levels on the rubrics that are consistent across all of the targets.
2 points full credit—answer to question that provides complete explanation and/or analysis and makes connections with key details for support.
1 point partial credit—answer to question provides minimal explanation with details for support.
0 points no credit—answer to question is vague and/or too broad without supporting details OR supporting details without an answer.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
8/31/2016

6. Content Coverage and Pacing Suggestions
Teach all informational targets 8-14 and practice answering classroom informational items
Have students complete the two informational tasks
Teach all literary targets 1-7 and practice answering classroom literary items
Have students complete the literary task
Teach/Review all literary/informational targets and practice answering classroom items
Have students complete the literary/informational task
Pay attention to the stem questions that ask for key details from “both” passages
If there is not evidence from both passages, it scores a zero
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
8/31/2016

7. Instruction: Reading Skills and Passages
Remember—task bank passages are for student independent work They are NOT to be used for instruction
Start with the Moodle tasks or tasks you have created on your own.
Read the questions first.
Read the passage.
Locate the key details that will support their answer to the question.
Students should develop an answer to the question using their own words and then add the key details around the answer.
Compare the student answer with the task-specific rubric.
Revise with focused instruction on areas in need of more development.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
8/31/2016

8. What Does a Full-Credit Answer Look Like?
It does more than restate the question.
It answers the question in the student’s own words.
It clearly selects key details and uses them to support the answer.
It is short—no need to write a long answer.
To earn full credit, there must be clear explanations/analysis and a “connection” between the text, the answer, and the key details.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
8/31/2016

9. How Should I Pick Segment 1 Tasks?
For all students and especially ELL students, pick short and high interest passages.
Look for vocabulary and context that students may have to reach but they can get there.
For on-demand, pick the shortest possible passage. They need to spend their time on developing their answers.
Choose an informational task that does not have a multitude of details. Too many details can cause a good answer to get lost.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
8/31/2016

10. COE Contacts Lesley Klenk ELA COE Specialist (360)725-6033
Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is available under a Creative Commons Attribution License
COE Contacts
Lesley Klenk
ELA COE Specialist
(360)
Lindsey Bullough
Graduation Alternatives Assessment Specialist
(360)
Cindy Jouper, ESD 113
COE Program Director
(360)
Fax: (360)
Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is available under a Creative Commons Attribution License
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
8/31/2016